This Open Access book features a selection of articles written by Erich Ch. Wittmann between 1984 to 2019, which shows how the "design science conception" has been continuously developed over a number of decades. The articles not only describe this conception in general terms, but also demonstrate various substantial learning environments that serve as typical examples. In terms of teacher education, the book provides clear information on how to combine (well-understood) mathematics and methods courses to benefit of teachers. The role of mathematics in mathematics education is often explicitly and implicitly reduced to the delivery of subject matter that then has to be selected and made palpable for students using methods imported from psychology, sociology, educational research and related disciplines. While these fields have made significant contributions to mathematics education in recent decades, it cannot be ignored that mathematics itself, if well understood, provides essential knowledge for teaching mathematics beyond the pure delivery of subject matter. For this purpose, mathematics has to be conceived of as an organism that is deeply rooted in elementary operations of the human mind, which can be seamlessly developed to higher and higher levels so that the full richness of problems of various degrees of difficulty, and different means of representation, problem-solving strategies, and forms of proof can be used in ways that are appropriate for the respective level. This view of mathematics is essential for designing learning environments and curricula, for conducting empirical studies on truly mathematical processes and also for implementing the findings of mathematics education in teacher education, where it is crucial to take systemic constraints into account
Priming the Calculus Pump : Innovations and Resources , Committee on Calculus Reform and the First Two Years , a ... Resources for Calculus Collection , Volume 1 : Learning by Discovery : A Lab Manual for Calculus , Anita E. Solow ...
Kaleidoscopes, hubcaps, and mirrors. Menlo Park, CA: Dale Seymour. Lappan, G., Fey, J., Fitzgerald, W., Friel, S., & Phillips, E. (2004a). Accentuate the negative. Menlo Park, CA: Dale Seymour. Lappan, G., Fey, J., ...
This edited volume elaborates on some of the connections between abstract algebra and secondary mathematics, including why and in what ways they may be important for secondary teachers.
This book contains 11 chapters from various experts all over the world on mathematics education. It provides different perspective of how to establish connection within mathematics and beyond.
If oppression is learned through unconscious pain, then the learning of liberation needs a conscious healing (Bishop, ... individual healing reinforces the private isolation that is the basis for 'divide and conquer'” (Bishop, 2015, p.
In math, like any subject, real learning takes place when students can connect what they already know to new ideas. In "Connecting Mathematical Idea"s, Jo Boaler and Cathy Humphreys offer...
The word "critical" in the title of this collection has three meanings, all of which are relevant. One meaning, as applied to a situation or problem, is "at a point of crisis".
In I. Putt, R. Faragher, & M. McLean (Eds.), Mathematics education for the third millenium: Towards 2010 (Proceedings of the 27th annual conference of the Mathematics Education Research Group of Australasia, Townsville, pp. 279–286).
This fourth volume in the series of yearbooks by the Association of Mathematics Educators in Singapore entitled Reasoning, Communication and Connections in Mathematics is unique in that it focuses on a single theme in mathematics education.
This book discusses the challenges before the nation's mathematical sciences community to focus its energy on the improvement of middle grades mathematics education and to begin an ongoing national dialogue on middle grades mathematics ...